Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jerry Volcy, Spelman College

Tagged Divisions

Women in Engineering

  to   any   introductory   academic   engineering   exercise   that  deliberately  aims  to  incorporate  as  many  aspects  of  real-­‐engineering  as  possible  in  order  to   create   an   experience   that   accurately   reflects   the   practice   of   engineering.     For  incoming   students,   up   to   the   point   when   they   arrive   on   a   college   campus,   most  introductory   engineering   activity   is   intended   to   entice   or   awaken   the   student   to   the  possibilities   of   engineering.     ECIE   exercises,   on   the   other   hand,   aim   for   accuracy   of  practice   as   a   counter   measure   to   downstream   attrition   resulting   from   shifting  perceptions  of  engineering  as  students

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark P.E., Aston University

Tagged Divisions

Women in Engineering

Engineering Profession itself is beset by gender inequitiesin terms of the number of women engineers. National statistics, whilst not providing an‘exact’ comparison, do provide insight into the numbers of women within Engineering. Forexample, within the UK the literature suggests that only 9% of Engineering Professionals arewomen, compared with 18% in Spain, 26% in Sweden and 20% in Italy[2]. The low figure inthe UK reflects that of the USA where previous studies indicate that only 11% of Engineersare women[23] and in Australia where 14% of Engineers are women[24]. Page 24.1367.2Explanations in the literature as to why so few women select to become

Conference Session

Women in Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Women in Engineering

goalthrough other avenues? This study explored the attitudes of female students at the end of theirfirst semester in engineering in order to help answer this question. Students’ reflective essaysfrom first year introduction to civil engineering (CE), environmental engineering (EvE), andarchitectural engineering (AE) courses were analyzed for content. The students were asked todiscuss if they were interested in continuing to major in CE/EvE/AE and why or why not. Arubric was used to score the extent to which the students indicated that helping people was amotivation toward engineering; 35% of CE students and 32% of EvE students indicated that theirprimary motivation toward the major was the ability to help people. Engineers Without Borders(EWB) and

Conference Session

Women in Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, Iowa State University

Tagged Divisions

Women in Engineering

behind the approach and methods found in this paper: to succeed inleadership, indeed in life in general, one must be aware of and appreciate what motivates oneselfand others. This requires reflection and answers. Where is your (their) passion? Answering thisquestion is at the heart of Mary Poppins’ insights. When she sings, “A spoonful of sugar helpsthe medicine go down” and says, “in every job that must be done there is an element of fun …”,she is trying to motivate the children to take medicine that, without sugar, would otherwise havea bad taste. She is also making a job fun that the children did not want to do (picking up clothesand clutter). Mary motivates with sugar and fun, rather than raising her voice, behaving harshly,or worse. There

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, Petroleum Institute; Nausheen PashaZaidi, The Petroleum Institute

Tagged Divisions

Women in Engineering

features which candifferentiate them from their Western counterparts, including an emphasis oncollectivism, honor, and social stability that emphasizes extended family and tribalrelations (Feghali, 1997; Al-Krenawi, & Graham, 2000). Feghali (1997) addresses someof the general communication patterns that appear in Arab communities, including code-switching from one language to another, flowery rhetoric, indirect speech in relation totopics that reflect social practices, and direct speech when commenting negatively orpositively on personal appearances. She also notes the importance of physical space,which tends to be closer in all-male or all-female situations as contact and touchingbetween genders is considered offensive in public spaces

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara Wadia-Fascetti, Northeastern University; Jan Rinehart, Northeastern University; Simon Pitts, Northeastern University

Tagged Divisions

Women in Engineering

information so participants know where to go for more tactical information when needed. II. Leadership Forums are platforms where experienced center directors and university leaders reflect and share experiences. Men and women center directors from both within and outside Northeastern reflect and share their personal experiences and the key ingredients they believe led to their success. The format encourages discussion and faculty members are encouraged to ask the leaders about their experience related to the workshop topics. One outcome from these leadership forums is the recognition of different leadership styles reinforced through discussions in the Toolkit

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Morgan Irvin, Washington University in St. Louis; Elizabeth Hiteshue, University of Pennsylvania; Mary Yvonne Lanzerotti, Air Force Institute of Technology; Sheldon Hochheiser, IEEE History Center; Michael Geselowitz, Rutgers, the State University of New Jersey

Tagged Divisions

Women in Engineering

. Her work became a major source for her book entitled,“Recoding Gender: Women’s Changing Participation in Computing.” (MIT Press, 2012) and 52oral histories that are now available on the IEEE Global History Network(http://www.ieeeghn.org/wiki/index.php/Oral-History:Women_in_Computing). The transcriptsof these interviews are housed by the IEEE History Center on its IEEE Global History Networksite (http://www.ieeeghn.org) as part of its broader, important oral history collection whichcontains over 575 interviews, approximately 55 of whose subjects are female. The views expressed in this document are those of the authorsand do not reflect the official policy or position of the UnitedStates Air Force, Department of Defense, or the U.S. Government

Conference Session

WIED: Medley

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Women in Engineering

passionate about this project, but I don’t understand where you are coming from. I need you to explain to me why this is the right solution.” Keep asking questions until he hopefully sees the problems with his approach.2.4 Procedures:These two scenarios and the potential responses were among the materials participants receivedin advance of our interviews. Participants were asked in the interviews to identify the pros andcons of the different responses and supply us with what they found were the “right” answers toany of the scenarios. We also asked participants to reflect on whether or not there might havebeen a time when their responses would have been different. Finally, participants were asked ifthey had ever experienced similar

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharon Patricia Mason, Rochester Institute of Technology; Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Margaret B. Bailey, Rochester Institute of Technology (COE); Stefi Alison Baum, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology

Tagged Divisions

Women in Engineering

career success. Examining awardrecipients is one method of ensuring that evolving university values reflect the diverse facultycomposition and the university’s dedication to that diversity. 4This paper examines the faculty award structure at a large private university as an indicator ofevolving university values that esteem the achievements of faculty and support them in theircareer advancement.1 Data on university awards for faculty since the 1964-65 academic yearwere examined with regard to recipient gender. For the academic years 2007-08 through 2011-12, the percentage of awards received by female faculty is compared to a weighted percentage offemales in the faculty population (based on the number and type of awards and data provided

Conference Session

WIED: Pre-College Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sruti Modekurty; Judy Fong, UC Davis; Harry H. Cheng, University of California, Davis

Tagged Divisions

Women in Engineering

– related career  Wanted to be something else when I grew up, but now I wanted to work with programming. Theme 2: student reflection  The program explained to me different career choices & helped me think about which I liked.  Not to be afraid about technology.  Computer science was something I didn’t even consider  I didn’t think I would like programming  I It was an inspiring program, although I would still like to be a marine biologist(9) Just for research purpose, please tell us about yourself: Ethnicity   n = 14 African American/Black  3  Asian/Pacific Islander  5

Conference Session

Interactive Panel on Advocacy Tips: an Initiative to Provide Individuals the Tools to Advocate for Women and Underrepresented Minorities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adrienne Robyn Minerick, Michigan Technological University; Roger A. Green, North Dakota State University; Canan Bilen-Green, North Dakota State University; Kristen P. Constant, Iowa State University; Beth M Holloway, Purdue University, West Lafayette; Sandra D. Eksioglu, Mississippi State University; Debra M. Gilbuena, Oregon State University

Tagged Divisions

Women in Engineering

 Literature:    Like  most  initiatives  to  address  the  underrepresentation  of  women  and  minorities  in  STEM,  the  advocacy  tips  are  drawn  from  a  rich  body  of  literature  and  evidence-­‐based  experiences.    In  a  recent  essay,  Acker  [1]  reflects  on  30  years  of  theorizing  and  researching  gendered  substructures  enacted  in  organizations  and,  while  recognizing  that  recent  research  provides  clearer  understandings  of  why  women  enter  and/or  remain  in  academia,  also  acknowledges  that  “a  number  of  issues  about  how  to  think  about  gender  inequalities  remain  unresolved”  (pg.  214).    Acker  further  notes  that  white  men  generally  dominate  top  organizational  positions  and  that

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alistar Erickson-Ludwig, Drexel University (Eng.); Alisa Morss Clyne, Drexel University (Eng.)

Tagged Divisions

Women in Engineering

Revenue $42,000AssessmentStudents were evaluated using quantitative and qualitative data. Students completed surveysbased on the National Engineering Students’ Learning Outcomes Survey at the start and end ofthe program. Each year the survey questions varied slightly to reflect unique changes made to theprogram or new labs that were introduced. Student’s grade point averages (GPAs) and retentionrates were also used as a form of assessment. The program participants GPAs and retention rateswere compared against women and minority non-participants and with College of Engineeringstudents as a whole.Program OutcomesProgram ParticipantsIn year one (2011) 18 students participated in the program. 14 of these were women, and

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Rae Volpatti, University of Pittsburgh; Cheryl A. Bodnar, University of Pittsburgh; Lauren M. Byland, University of Pittsburgh

Tagged Divisions

Women in Engineering

particular, theyfound the use of case studies to be a valuable tool in promoting reflection on this sensitivetopic.33 After this initial implementation, the Stevens Institute of Technology outlined plans toexpand their training to upper classmen and graduate students; however, no further publicationson the dissemination of this workshop could be found. To our knowledge, there have been norecent reports of analogous workshops although the subject of SH remains of importance today.We therefore propose that offering SH workshops such as the one described within this study touniversity women across the United States will provide a positive atmosphere to educate femaleengineers on sexual harassment early in their careers.MethodsPlanning the Harassment

Conference Session

Women in Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Valle, Georgia Institute of Technology; John D. Leonard II, Georgia Institute of Technology

Tagged Divisions

Women in Engineering

countries (such as China and India) in thenumbers of qualified engineering graduates overall.Another well-known issue with engineering is the field’s persistent lack of diversity. Sinceengineering pervades every aspect of modern life, it is vital that engineering products andprocesses reflect the diversity of the population they aim to serve. Engineering products (such as,say, voice recognition devices) used by a highly diverse population should not be designedoverwhelmingly by Caucasian males. In addition, the changing demographics of the US (the factthat the Caucasian population will be a minority in the next few decades) spell doom forengineering programs if the engineering community doesn’t do a better job of attracting andretaining a more

Conference Session

WIED: Curricular Undergraduate Student Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Women in Engineering

Page 24.1377.3around them even though most engineering concepts are observable in our daily lives. EverydayExamples in Engineering make the new topics accessible to students and provide context as towhy they are learning the material and how it relates to their lives. Everyday examples are onlyeffective if they are relevant to the life experience to date of the college student. Engineeringinstructors with years of experience must reflect back to their level of experience and knowledgeas an undergraduate. For example, axial loading and deformation of composite members is anearly topic in the Mechanics of Materials course. A common textbook example for this topic,which many experienced engineers would consider an everyday example, is a concrete

Conference Session

WIED: Medley

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jane L. Lehr, California Polytechnic State University; Helene Finger P.E., California Polytechnic State University; Alana Christine Snelling

Tagged Divisions

Women in Engineering

, there are“marked differences in the responses of boys and girls” in topic interest. For example, “girls’priorities lie with topics related to the self and, more particularly, to health, mind and well-being.The responses of the boys reflect strong interests in destructive technologies and events.”14 Theseand similar findings, as well as research in the history, philosophy, and sociology of science,have suggested the existence of “epistemic differences between men and women from theirstandpoint in life” and that these differences provide “differential interaction with the nature ofscience, and hence their participation in the field.”15In response, some researchers and educators in this area call for re-evaluation of the “values andstandards of

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, Youngstown State University; Leo H. McWilliams, University of Notre Dame; Catherine F. Pieronek, University of Notre Dame

Tagged Divisions

Women in Engineering

found thatpersistence rates and levels of engagement varied significantly from institution to institution.They also reported that engineering students have the same level of engagement as students inother majors and, despite heavier course loads, reported levels of satisfaction with the collegeexperience and involvement with campus organizations and volunteer work at levels similar tostudents in other majors. One notable difference reported by engineering students in that study;however, was that those students rated themselves lowest in terms of personal and socialdevelopment, as well as in regard to reflective and integrative learning, when compared to theirpeers in other majors. The authors of that study speculated that this perceived lower

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University

Tagged Divisions

Women in Engineering

teachingschedules. To decrease impact on faculty time, lunches are kept to one-hour. Thefirst part of the hour is unscheduled, to provide participants with an opportunity toget their food, get settled, and socialize/network with other attendees. Theremainder of the session is used to give a presentation on a professionaldevelopment topic (leadership, communication, time management, lab management,worklife balance, negotiation, networking, administrative pathways on campus, usingteams or peer-editing in class) or a climate-related gender issue (stereotype threat,student-incivility, implicit bias, impact, respect, effectiveness). Participants areencouraged to contribute, share, and reflect during the sessions. All presentationsare posted on the program

Conference Session

WIED: Strategies Beyond the Classroom

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington; Candice L. Staples, University of Maryland; Paige E. Smith, University of Maryland, College Park; Catherine T. Amelink, Virginia Tech

Tagged Divisions

Women in Engineering

contends thatmost departures are voluntary and reflect the degree to which an individual’s experiences serveto integrate him/her into the social and intellectual life of the institution.12, 13 While academicintegration is the extent to which a student exhibits a commitment to and engagement inacademic activities, social integration refers to the extent to which a student engages in socialactivities.13, 14 Generally speaking, the more satisfying a student finds his/her social andacademic experiences, the more likely he/she is to integrate into both social and academicaspects of campus life and persist to degree completion.12 When an absence of integration exists,this is likely due to incongruence (lack of institutional fit) and/or isolation